Immersive Media Design Course, course structure, existing knowledge, physics, key factor, learning outcome, STEM education, course material, concept of theory, learning pedagogy, Virtual reality simulation, PBL problem based learning, memorizing knowledge
The constructivist learning technique acknowledges that learners are more capable of understanding course content when they can relate new information with the existing knowledge (Thomas et al., 2014). It is worthwhile to observe that evidence in the field of education has established that students join the education process with pre-existing perceptions about scientific concepts (Panagou et al., 2021). Some of those perceptions reflect how they think and constitute barriers to their learning process. In the current literature, there is overwhelming evidence about students' distinct notions of scientific concepts such as force, motion, and temperature (Kurnaz & Sa?lam Arslan, 2011). Students' prior knowledge is one of the key factors that influences the learning process in science classes. Panagou et al. (2021) observe that students often hold ideas that are different or inconsistent with principles in physics. For educators, it is important to recognize these perceptions and design course structures that recognize learners' alternative ideas. This paper presents the rationale and structure of an immensities physics course for secondary education students, Introduction to Mechanics.
[...] To achieve the objectives of deep and meaningful learning through the integration of VR, this course has been divided into three key phases. First, the instructor will add course materials that will help the learners to understand course content besides the lessons. The course material will include information on how the VR will be used during those lessons. Second, students will be instructed to read the course material prior to each lesson. Therefore, whereas there will be lessons conducted at the designated time on the timetable, the student will have prior knowledge of the topics that will be covered during each lesson. [...]
[...] International Journal of Instruction, 11(4) - 564. https://eric.ed.gov/?id=EJ1191725 Kurnaz, M. A., & Sağlam Arslan, A. (2011). A thematic review of some studies investigating students' alternative conceptions about energy. International Journal of Physics & Chemistry Education, - 74. https://doi.org/10.51724/ijpce.v3i1.189 Miller, D. J. (2010). A constructive approach to the special theory of relativity. American Journal of Physics, 78(6) - 638. https://doi.org/10.1119/1.3298908 Mystakidis, S. [...]
[...] In this case, the role of the instructor and teaching assistants is not to provide information pertaining to the problem; instead, they are expected to facilitate the PBL process and prompt the learners to engage in reasoning through an investigation of the problem (Golightly & Raath, 2015). The instructor will listen attentively to the students during the group sessions and will lead the discussions by asking relevant questions. Bibliography Azer, S. A. (2009). Interactions between students and tutor in problem-based learning: The significance of deep learning. The Kaohsiung Journal of Medical Sciences, 25(5) - 249. [...]
[...] (2021). Deep meaningful learning. Encyclopedia, - 997. https://doi.org/10.3390/encyclopedia1030075 Panagou, D., Kotsis, K. T., & Stylos, G. (2021). An Empirical Study on the Evolution of Students' Perceptions in Basic Concepts of Physics of Primary and Secondary Education in Cyprus. Electronic Journal for Research in Science & Mathematics Education, 26(2) - 109. Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: A scoping review. [...]
[...] Immersive Media Course for Deep Meaningful Learning for a Physics Course Introduction The constructivist learning technique acknowledges that learners are more capable of understanding course content when they can relate new information with the existing knowledge (Thomas et al., 2014). It is worthwhile to observe that evidence in the field of education has established that students join the education process with pre-existing perceptions about scientific concepts (Panagou et al., 2021). Some of those perceptions reflect how they think and constitute barriers to their learning process. [...]
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